Inclusive Provision for SEN D Pupils in Mainstream Schools · Awareness and planning to manage sensory sensitivities, issues, e.g., light, noise, texture, temperature, etc. • Use

Inclusive Provision for SEN D Pupils in Mainstream Schools

August 2016

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Inclusive Provision for SEND Pupils in Mainstream Schools

Introduction

High quality teaching that is differentiated and personalised will meet the individual needs of the majority of children and young people. Some

children and young people need educational provision that is additional to or different from this, i.e., special educational provision. Schools

must use their best endeavours to ensure that such provision is made for those who need it. Special educational provision is underpinned by

high quality teaching and is compromised by anything less.

SEND Code of Practice 1:24

This document provides a set of expectations for High Quality Teaching and SEND provision. It sets out what schools/settings are expected to

provide from their delegated funds (i.e., Element 1 and 2 funding) for children and young people with SEND. It also provides baseline criteria

against which to determine applications for top up funding (i.e., through either Element 3 funding or an EHC plan).

This document aims to support:

• good inclusive practice

• early intervention and the graduated approach to meeting children and young people’s SEND

• consistent standards of good practice across all schools

• school to school moderation and challenge

• school senior management teams and governors, SENCos and their school colleagues in developing and implementing good practice

• appropriate decision making to ensure effective support including, where appropriate, top up funding

• information for parents and partner agencies on schools’ inclusive practice

This document also fulfils the local authority’s duty to set out in its Local Offer an description of the special educational provision it expects to

be available for children and young people in its area who have SEN or disabilities.

This document replaces the ‘Provision for SEND Pupils in Mainstream Settings/School’ document that was issued to schools in 2013.

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This document was produced by a working party consisting of primary and secondary school SENCos and members of the SEND support

services and following consultation undertaken during the summer term 2016 with schools, services, partner agencies and parents and carers.

Outline

The description of inclusive good practice is broken down into the following sections:

1) Communication and Interaction: Speech, Language and Communication Needs Page 4

2) Communication and Interaction: Autism Spectrum Disorder Page 5

3) Cognition and Learning: Specific Learning Difficulties Page 6 4) Cognition and Learning: Moderate

Learning Difficulties Page 7

5) Social Emotional and Mental Health Page 8

6) Physical and/or Sensory: Hearing Impairment Page 9

7) Physical and/or Sensory: Visual Impairment Page 10

8) Physical and Sensory: Multi-Sensory Impairment (MSI) Page 11

9) Physical and/or Sensory: Physical Page 12

10) Supporting pupils at school with medical conditions (currently being drafted) Page 13

Each section contains the following:

• A description of the type of SEND and its associated features

• Impact on attainment

• Expected arrangements to meet needs including High Quality teaching and SEN Support

Further information about inclusive practice is available from the following Meeting Individual Needs (MIN) good practice guides that have been

issued to every Leicester City school:

• Speech Language and Communication Needs

• Specific Learning Difficulties, Dyslexia, Dyspraxia and Developmental Coordination Disorder

• Autism Spectrum Disorder

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For each section, the involvement of children, their parents/carers and young people in discussions and decisions about their individual

support is seen as an integral and key element in school/setting based arrangements.


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Communication and Interaction - Speech, Language and Communication Needs (SLCN)

Identification Expected arrangements to meet needs

A child with delayed and/or disordered SLCN development that is not due to factors such as:

• Learning English as an Additional Language (EAL)

• Social deprivation and impoverished

language experience • Sensory impairment

The child presents with greater difficulty than the majority of other children of their age in speech and language and communication:

• Communicating their basic needs appropriate to their developmental level

• Understanding and using vocabulary, sentences (grammar and syntax) and concepts as part of curriculum learning

• Understanding and participating in group discussions and age appropriate social interaction

• Speech impairments (e.g., phonological disorder) that makes their spoken language difficult to understand except for those who are familiar with the child’s speech

SLCN may also impact upon social & emotional development (and behaviour) Attainment

SLCN is likely to impact attainment due to

difficulties with speaking and listening, access to

learning, literacy attainment and social interaction.

Children with SLCN can have stronger

High Quality Teaching:

• Cueing and reinforcing children’s listening/attention • Differentiation of teacher language, i.e., use of key vocabulary, short sentences with simple grammar,

chunking/sequencing of concepts, etc. • Differentiation of tasks, use of task planners/schedules • Differentiated use of questions • Schemes of work are differentiated including content from earlier years as appropriate • Use of peer support • Visual cues to support understanding including objects, pictures, signs, symbols, models, examples, etc. • Using word webs, concept/ topic maps to illustrate/reinforce key language • Modelling, prompting and reinforcing children’s language, e.g., provide a framework or model for a response • Checking understanding and reinforcing as required through repetition, rephrasing, explaining and demonstration • Giving the child take up time to process language and to respond • Use of schedules and routines, support for transitions including unexpected change • Physical environment that is organised and well-defined and labelled using written and visual cues • Use of appropriate areas of the room to support speaking and listening skills • Opportunities for direct experience

and practical activities including use of ICT. • Opportunities for pre-teaching, overlearning and reinforcement and generalisation of key language • Opportunities to develop speaking and listening skills, social skills and relationships with other children • Use relevant High Quality Teaching to support learning as per MLD section

SEN support - up to 5 hours individual teaching/13 hours teaching assistant support per week (or a mix of the two as appropriate) and/or the provision of equipment that is not normally available for:

• An assessment of child’s SLCN (e.g., observation, language samples, screens and checklists) leading to an appropriately targeted intervention programme planned in partnership with the child and their family and as advised by an outside agency where involved

• Individual/small group programmes to teach attention and active listening skills, speech sounds, expressive and/or receptive vocabulary, sentence formation, sequencing, comprehension and inference skills, study skills, social interaction skills, alternative communication skills (e.g., signing, PECs) etc.,

• Classroom support to develop speech and language skills and generalisation of skills taught as part of individual/small group programmes

• Use of appropriate ICT to reinforce skills


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attainments in practical and visual based learning.

However, SLCN can be more pervasive with

levels similar to MLD.

• Child’s baselines and subsequent progress accurately monitored and provision regularly reviewed and adjusted in

line with their progress over a sustained period (i.e., at least 2 terms)

Communication and Interaction – Autism Spectrum Disorder (ASD)



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The child presents with greater difficulty than the majority of other children of their age in the following areas (the child may or may not have a diagnosis of ASD or is on the assessment pathway):

• Understanding social situations, responding to social cues and intuitively sensing other people’s feeling and intentions

• Inappropriate or limited social initiative and problems with establishing and maintaining reciprocal relationships

• Poor or inappropriate eye contact and nonverbal language for social interaction

• Impaired expressive or receptive language including unusual intonation, idiosyncratic phrases, literal interpretation, limited conversational skills

• Rigidity of thinking and a tendency to follow agendas which are not easily amenable to adult direction with an absence of awareness of the needs or emotions of others

• Difficulty in open-ended or unstructured situations and with change/transitions

• Limitations in expressive or creative ability • Obsessive interests or repetitive activities • High susceptibility to anxiety and stress • High susceptibility to hyper/hypo sensory

stimuli

Attainment

Depending on the nature of the communication

and interaction difficulties, attainment can be

‘spiky’ with some good skills for visual/ factual

memory and precision/ accuracy for rote/repetitive

learning compared to weaker comprehension and


• Teacher language is explicit, unambiguous and avoids non-literal language and inferred meaning • Structured and consistent routines reinforced by visual timetable, support for transitions and for managing unpredicted

changes to the routine • Explicit teaching of comprehension, concepts, inferential understanding, perspective taking, empathetic thinking and

generalisation of skills • Explicitly naming emotions and thoughts of others and prompting appropriate social interaction skills • Managing, supporting and differentiating collaborative learning (e.g., opportunities to work alongside/outside of a

group as appropriate) • Providing greater structure for open ended/creative activities (e.g., choice from options instead of prediction, writing

about actual experience instead of imaginative writing, etc.) • Use reading to support understanding of characters’ emotions, thoughts, intentions and social interactions • Opportunities of support to develop relationships and social skills with other children • Manage behaviour difficulties by addressing possible underlying issues in relation to social anxiety and/or difficulties in

understanding and/or communication • Use of an individual work station and task planners and schedules • Access to a planned safe haven/time out at times of heightened anxiety • Awareness and planning to manage sensory sensitivities, issues, e.g., light, noise, texture, temperature, etc. • Use relevant High Quality Teaching to support learning as per SLCN and MLD sections


• Assessment of the child’s communication and interaction needs leading to an appropriately targeted intervention programme planned in partnership with the child and their family and as advised by an outside agency where involved

• Individual/small group teaching on programmes to support the development of attention and active listening skills, turn taking, conversation skills, comprehension, concepts, inferential understanding, idioms, perspective taking, empathetic thinking, social understanding, social skills, emotional regulation, study skills, management of sensory needs and to provide specific interventions/approaches such as play interaction, circle of friends, TEACCH, social stories, etc.

• Use of appropriate ICT to reinforce skills • Classroom support to develop communication and interaction skills and generalisation of skills taught as part of

individual/small group programmes • Support for unstructured parts of the day to provide routines and support for social interaction • Child’s baselines and subsequent progress accurately monitored and provision regularly reviewed and adjusted in line

with their progress over a sustained period (ie, at least 2 terms)


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creative skills. Can also more pervasive with

similar levels to MLD.

Cognition and Learning – Moderate Learning Difficulties (MLD)



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A child with greater difficulties than the majority of other children of their age in making progress across all areas of the curriculum despite effective teaching which is not due to factors such as:

• Learning English as an Additional Language (EAL)

• Social deprivation • Sensory impairment • Emotional disturbance

The child may present with difficulties in understanding, thinking, problem solving and retaining information, concepts and skills as well as difficulties in:

• Attention and listening • Concentration and on task behaviour • Literacy and numeracy skills • Self-organisation • Making links between different areas of

learning and generalising to everyday experience

• Visual, practical and spatial/physical learning

Attainment

Children with MLD will be attaining at or below:

F1 (3-4 year olds): 9 – 24 months delay F2 (4-5 year olds): 12 – 30 month delay KS1: P6 – 7 KS2: P7 – NCY 1 age expectations KS3: NCY 1 – 2 age expectations KS4:

NCY 2 – 3 age expectations


• Differentiated lesson planning/delivery modified in terms of:

o level (i.e., focusing on key learning outcomes and drawing on earlier programmes of study as appropriate with

learning targets broken down into smaller achievable steps)

o pace (i.e., extra time for responses to questions, contributing to class discussions and to complete activities) o

approach (i.e., multi-sensory, related to the child’s everyday experience, emphasis on direct experience and

practical activities including appropriate use of ICT)

o output (i.e., alternative ways to record learning, e.g., oral, photographic, video, highlighting text, mindmaps, etc.)

• Cueing and reinforcing children’s listening/attention • Checking understanding and reinforcing as required through repetition, rephrasing, explaining & demonstration • Demonstrating tasks (what the finished product looks like) • Opportunities for pre-teaching, overlearning and reinforcement • Use of classroom learning aids (e.g., subject specific word mats, writing frames, number lines, ICT, etc.) • Use of topic

maps to link current learning to previous learning • Explicit teaching to support generalisation of skills • Use of peer support • Visual cues to support understanding including the use of objects, pictures, signs, symbols, models, examples, ICT • Modelling and teaching study skills (e.g., having a plan to complete the task, problem solving skills, etc.) • Supporting personal organisation (e.g., using resources, organising equipment, etc.) • Physical environment that is organised and well-defined and labelled using written and visual cues


• Assessment of child’s learning skills leading to an appropriately targeted intervention programme planned in partnership with the child and their family and as advised by an outside agency where involved

• Individual/small group programmes reinforced by appropriate ICT for language, literacy and numeracy skills, preteaching and reinforcing curriculum learning, study skills, etc., as appropriate

• Classroom support to prompt and generalise skills taught as part of individual/small group programmes • Child’s baselines and subsequent progress accurately monitored and provision regularly reviewed and adjusted in line

with their progress over a sustained period (i.e., at least 2 terms)

Cognition and Learning – Specific Learning Difficulties (SpLD)


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Specific learning difficulties (SpLD) affect one or more specific aspects of learning. This encompasses a range of conditions including dyslexia and dyscalculia. Dyslexia affects the skills involved in accurate and fluent word reading and spelling. Dyscalculia affects the skills involved in the use of number. The child presents with greater difficulty than the majority of other children of their age in the following areas:

• Phonological awareness and processing • Verbal memory • Verbal processing speed • Word reading and spelling skills with

consequent impact on other literacy skills • Number skills

Co-occurring difficulties may be seen in aspects of language, motor co-ordination, mental calculation, concentration and personal organisation, but these are not, by themselves, markers of dyslexia. A good indication of the severity and persistence of dyslexic difficulties can be gained by examining how the individual responds or has responded to well-founded intervention. Attainment

SpLD likely to lead to uneven attainment with

learning mediated by literacy and/or numeracy

skills adversely affected compared to stronger

attainment in other curriculum areas.


• Differentiation of literacy and numeracy tasks to support learning outcomes, e.g., listening and discussing rather than

reading and writing, use of assistive technology, etc. • Alternative multi-sensory activities to enhance and support learning, e.g., visual and practical • A variety of alternative ways to present and record learning, oral, photographic, video, highlighting/cutting and pasting

text, flow charts, mindmaps, bullet points, etc. • Use of classroom learning aids (e.g., subject specific word mats, word lists coloured coded by category, writing

frames, spellcheckers, specialist dictionaries, number lines, Dienes apparatus, Numicon, ICT, etc.) • Use of reading texts matched to age and interest as well as reading level across the curriculum • Careful consideration of accessibility of learning materials in terms of readability, density of text, size and choice of

font, layout, overlays, coloured paper, appropriate use of illustrations etc. • Enhance attention skills by reducing background noise and distractions

• Support to sequence tasks and instructions within class • Giving extra time for thinking/ processing, speaking and listening • Support for homework and arrangements to ensure that tasks are clearly recorded including use of ICT • Use of relevant High Quality Teaching to support learning as per SLCN and MLD sections


• An assessment of child’s SpLD leading to an appropriately targeted intervention programme planned in partnership with the child and their family and as advised by an outside agency where involved

• Individual/small group programmes reinforced by appropriate ICT on phonological awareness, phonics including letter sounds and blending, sight vocabulary, reading strategies, comprehension and inference skills, letter formation, handwriting, spelling, sentence formation, grammar, writing/composition skills, study skills, etc. as appropriate and using evidence based interventions programmes

• Classroom support to develop literacy and numeracy skills and generalisation of skills taught as part of individual/small group programmes

• Child’s baselines and subsequent progress accurately monitored and provision regularly reviewed and adjusted in line

with their progress over a sustained period (i.e., at least 2 terms


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Social Emotional and Mental Health needs (SEMH)



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Children and young people may experience a wide range of social and emotional difficulties which manifest themselves in many ways. These may include becoming withdrawn or isolated as well as displaying challenging, disruptive or disturbing behaviour. These behaviours may reflect: • difficulties with learning or communication • mental health difficulties such as anxiety or

depression, hidden behaviours such as selfharming, substance misuse, eating disorders or

physical symptoms that are medically unexplained • disorders such as attention deficit hyperactive

disorder (ADHD) or attachment difficulties • trauma, domestic violence, abuse and neglect as

well as issues such as housing, family or other domestic circumstances

The child may present with the following difficulties: • An inability to communicate their emotional and

social needs in a way that is socially appropriate compared to their peers.

• Difficulties in making and maintaining friendships & relationships with children & adults

• Verbal and physical aggression as a result of difficulties in self-regulating emotional responses

• Refusal to comply with reasonable requests from

adults and whole school expectations • Withdrawn, depressed and uncommunicative • Self-harming (threats or actual) • High levels of anxious/obsessive behaviour • Low self-esteem

These behaviours can be frequent, intense and enduring as well as volatile with sudden onset.

High Quality Teaching: • Developing a positive relationship and connection with the child, i.e., knowing them as an individual • Effective adult language that is appropriate to the child's developmental stage • Consistency of approach by all staff working with child • Managing the immediate environment to reduce distraction and minimise potential for conflict or disruption • Managing inappropriate behaviour through: o Tactical ignoring / Non-verbal signals (e.g., ‘the look’) / Moving closer o Ask about relevant

rule/routine/behavioural expectation

o Restate relevant rule/tell child what you want them to do (i.e., clear and simple statement of

behaviour) o ‘Catch’ child behaving appropriately and praise

o Praise appropriate behaviour of nearby pupil (proximity praise) o Distract onto task/away

from inappropriate behaviour

o Re-explain and organise task for them/modify or change activity/ Informally move or change

group setting o Use the language of choice, remind of consequences (‘If you choose to….then…)

o Take up time, clear choices, schedules and consistent routines and boundaries

o Effective adult language, e.g., ‘I… when…. because’, ‘I am looking for…’, ‘when/then’ statements •

Modelling, prompting and reinforcing children’s positive behaviour and interactions • Supporting personal organisation i.e. ensuring pupils have appropriate equipment • Opportunities of support to develop relationships with other children, emotional literacy, social, co-operation and

reflection skills, including activities such as emotional check-ins/ talk time/ circle time • Nurturing practices, e.g., look for opportunities to provide care for child’s needs in and outside the classroom • Consistent use of rewards and motivators for pupils (including rewards for positive behaviour choices) • Use relevant High Quality Teaching to support learning (see sections on SLCN, MLD, SpLD as appropriate)


• An assessment of child’s SEMH needs leading to an appropriately targeted intervention programme or individualised support plan (e.g. Pastoral Support Plan, Positive Handling Plan) developed in partnership with the child and their family and as advised by an outside agency where involved.

• Individual/small group programmes on attention and concentration skills, emotional literacy, anxiety management, self-esteem, turn-taking and cooperation skills, social interaction skills, etc., according to need


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Attainment SEMH is likely to impact on social interactions,

access to learning, attendance and risk of exclusion

which will impact attainment and social and

emotional maturity leaving gaps in learning.

• Classroom support to prompt attention and repeat and reinforce class teacher’s instructions and routines, develop social and emotional skills and generalise skills taught as part of individual/small group teaching, support agreed opt out strategies in situations that would otherwise escalate including planned responses to undesirable behaviour, provide meet and greet arrangements, implement agreed arrangements as part of a positive behaviour programme and for unstructured parts of the day to provide routines & support for social interaction

• Child’s baselines and subsequent progress accurately monitored and provision regularly reviewed and adjusted in

line with their progress.


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Physical and Sensory: Hearing Impairment (HI)



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A HI is an impairment that affects a child’s ability to access auditory information. HI can be a uni or bilateral and mild, moderate, severe or profound. A permanent or long standing HI would have an impact on a child’s attention & listening, language and communication and access to learning.

A hearing loss is significant when a child: • Has hearing loss which is not aided • Has a fluctuating hearing loss • Requires audiological equipment to support

their listening e.g. hearing aid/s, cochlear implant, FM systems, etc.

• Has difficulty adapting to environments with high levels of background noise.

• Misses out on incidental learning • Has a delay in acquiring and maintaining

language and communication skills at an

ageappropriate level. • Has difficulty with social interaction

A child/ young person with a hearing impairment may have difficulties with:

• Attention and listening • Language and communication • Literacy and numeracy skills • Making links across areas of learning and

generalising learning to everyday experience • Developing reciprocal relationships. • Participating in class discussions • Understanding subject specific language • Learning new concepts • Clarity of speech

High Quality Teaching: • Use of audiological equipment in the classroom. • Differentiated lesson planning/delivery modified in terms of:

o Use of visual resources.

o Modifying language and scaffolding of subject-specific vocabulary.

o Approach (i.e., multi-sensory, related to the child’s everyday experience, ICT etc. o Pace (i.e., extra

time for responses to questions, contributing to class discussions and activities) • Cueing and reinforcing children’s

listening/attention

• Management of turn taking in classroom discussions with repetition of key points made by others. • Checking understanding and reinforcing by repetition, rephrasing, explanation/ demonstration • Opportunities for pre-teaching and consolidation of language and social interaction • Good role models of language from adults and other children • Visual aids to support understanding including objects, pictures, gesture, signs, symbols, models, examples, ICT,

demonstrations, use of subtitles or transcripts, visual/written instructions for homework etc. • Physical environment: background noise is reduced, good room acoustics and seating plan is used to optimise

listening and visual access to lip patterns. • Use additional support staff and note takers to give equal access to learning if appropriate.


• Regular liaison with a qualified Teacher of the Deaf to support student and school staff to understand hearing loss and promote independent use of audiological equipment through training, regular checks and monitoring.

• Assess and advise on the impact of the child’s hearing loss on language & learning. • To support child’s personal understanding of their HI and develop their confidence and independence into adulthood. • Support and advice on child’s language and social emotional needs and access to the curriculum. • Range of support offered to school through planned group work, in class support and 1:1 support in accordance with

National guidelines (National Sensory Impairment Partnership Eligibility Criteria); ranging from annual, termly, weekly and multiple weekly visits.

• Individual/small group programmes reinforced by appropriate language activities, literacy and numeracy skills, preteaching and reinforcing curriculum learning, study skills, etc.

• Use language assessments to inform an annual report and provide input into statutory assessment and subsequent review meetings as appropriate.

• Where appropriate set targets in partnership with the school staff, child and family and outside agencies.


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Attainment Hearing impairment can significantly impact attainment due to difficulties of accessing learning. However, with the right support (including audiology aid) attainment should be age

appropriate.

• Advice to school on room acoustics in accordance to the HI Child’s audiological needs. • Baselines and subsequent progress accurately monitored and provision regularly reviewed and adjusted in line with

progress over a sustained period (i.e., at least 2 terms)


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Physical and Sensory: Visual Impairment (VI)



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A Visual Impairment (VI) is an impairment of sight, which cannot be fully corrected, and is likely to have an impact on the child’s development and means of access to learning. VI refers to medical conditions that result in reduced vision through to blindness and can be temporary or permanent, occurring from birth or at any time. Patching or monocular vision is not deemed a visual impairment. The VI is significant when:

• written learning materials need to be adapted or inclusive technology is essential to access the curriculum.

• independent travel and the immediate environment need active monitoring.

• incidental learning does not occur, needs direct teaching and additional pre-teaching or revision of skills is necessary.

• the child is unable to read facial or body cues • access to social situations/groupings without a

facilitator is difficult for the child.

A child with a VI may have difficulties with: • accessing learning at the same pace as other

children of their age. • linking different areas of learning and

generalising learning to everyday experience. • physical tiredness. • making and maintaining relationships. • managing their equipment and physical safety. • reading and writing skills. • general self-confidence and self-advocacy.

Attainment


• Class/subject teachers to take responsibility for acting upon personalised educational advice supplied by VI/MSI Qualified Teacher around individual child’s needs.

• A procedure for contact lens wearers, patched pupils and implementing the wearing of glasses. • All staff and supply staff, visiting speakers, sport, drama groups etc. are informed of child’s VI/MSI visual and

auditory needs at the planning stage of activities. • Support for inclusion with extra-curricular activities, modified homework resources and newsletters. • A range of multi-sensory tasks, teaching styles and support for the alternative ways of recording work. • Provision of recommended generic specialist assistive technology such as: iPad/ tablet/ laptop/ eReader/ scanner

and specialist software. e.g., screen sharing packages and magnification. • Clear classroom routines supported by cues, e.g., objects of reference, signs, symbols, gestures, signing to support

language, photographs, visual timetables. • Careful consideration of accessibility of learning materials in terms of readability, density of text, size and choice of

font, layout, overlays, coloured paper, appropriate use of illustrations, clutter free diagrams, all modified resources onto A4 paper only.

• Provision of consumables, e.g., specialist paper, matt laminates. Appropriate black fibre tipped pens/ dark leaded pencils, exemption from learning a cursive script. Use of a sloping desk or board.

• Teacher verbalising work on the board, recorded in black ink, plain font style on a white uncluttered background. • Seating at close proximity to interactive white board/learning facilitator/ point of learning. • Adaptation of teaching and learning environment to take account of sources of light and sound, glare and

reverberation, visual and auditory clutter and contrast, as well as the subtleties of the tactile environment. • Clear and tidy classroom with good organisation and labelling of resources. • Visual fatigue rest breaks built into the school day and a shaded outdoor area as appropriate.


• Consideration of timetabling and location of rooms for those with sensory needs and appropriate work station for 1:1 instruction.

• Sufficient curriculum time allocated for the pre-teaching/revision of skills, completion of task, and teaching the additional curriculum e.g., touch typing, lip reading, independent living skills, mobility, social skills

• Planning shared with Vision Support team to enable resources to be obtained/ modified in time for the lesson, differentiation both in quantity and level of work, delivery method through ICT, sign, lip reading, modified worksheets, practical activities.


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VI can significantly impact attainment due to

difficulties of accessing learning. However, with the

right support, attainment should be age appropriate.

• Range of support offered to school through training, planned group work, in class and 1:1 support ranging from annual, termly, weekly and multiple weekly visits.

• Baselines and subsequent progress accurately monitored and provision regularly reviewed and adjusted in line with


Physical and Sensory: Multi-Sensory Impairment (MSI)


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Multi-sensory impairment (MSI) refers to combined visual and hearing impairments which cause difficulties with communication, access to information and mobility.

A child with MSI may have difficulties with: • accessing learning at the same pace as other

children of their age. • linking different areas of learning and

generalising learning to everyday experience. • physical tiredness. • making and maintaining friendships. • managing their equipment and physical safety. • reading and writing skills. • general self-confidence and self-advocacy.

Attainment MSI can significantly impact attainment due to

difficulties of accessing learning. However, with the

right support, attainment should be age appropriate.


• Class/subject teachers to take responsibility for acting upon personalised educational advice supplied by MSI Qualified Teacher around individual child’s needs.

• A procedure for contact lens wearers, patched pupils and implementing the wearing of glasses. • All staff and supply staff, visiting speakers, sport, drama groups etc. are informed of child’s MSI visual and auditory

needs at the planning stage of activities. • Support for inclusion with extra-curricular activities, modified homework resources and newsletters. • A range of multi-sensory tasks, teaching styles and support for the alternative ways of recording work. • Provision of recommended generic specialist assistive technology such as: iPad/ tablet/ laptop/ eReader/ scanner

and specialist software. e.g., screen sharing packages and magnification. • Clear classroom routines supported by cues, e.g., objects of reference, signs, symbols, gestures, signing to support

language, photographs, visual timetables. • Careful consideration of accessibility of learning materials in terms of readability, density of text, size and choice of

font, layout, overlays, coloured paper, appropriate use of illustrations, clutter free diagrams, all modified resources onto A4 paper only.

• Provision of consumables, e.g., specialist paper, matt laminates. Appropriate black fibre tipped pens/ dark leaded pencils, exemption from learning a cursive script. Use of a sloping desk or board.

• Teacher verbalising work on the board, recorded in black ink, plain font style on a white uncluttered background. • Seating at close proximity to interactive white board/learning facilitator/ point of learning. • Adaptation of teaching and learning environment to take account of sources of light and sound, glare and

reverberation, visual and auditory clutter and contrast, as well as the subtleties of the tactile environment. • Clear and tidy classroom with good organisation and labelling of resources. • Visual fatigue rest breaks built into the school day and a shaded outdoor area as appropriate.


• Consideration of timetabling and location of rooms for those with sensory needs and appropriate work stations for 1:1 instruction.

• Sufficient curriculum time allocated for the pre-teaching/revision of skills, completion of tasks, and teaching the additional curriculum e.g., touch typing, lip reading, independent living skills, mobility, social skills

• Planning shared with Vision and Hearing Support team to enable resources to be obtained/ modified in time for the lesson, differentiation both in quantity and level of work, delivery method through ICT, sign, lip reading, modified worksheets, practical activities.


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• Range of support offered to school through training, planned group work, in class and 1:1 support ranging from annual to weekly visits.

• A child or young person with MSI requiring a trained Intervenor. • Baselines and subsequent progress accurately monitored and provision regularly reviewed and adjusted in line with



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Physical and Sensory: Physical (Phy)



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Physical impairments may arise from physical, neurological or metabolic causes that only require appropriate access to educational facilities and equipment: others may lead to more complex learning and social needs. Developmental Coordination Disorder/Dyspraxia affects fine and gross motor co-ordination (DCD).

The child presents with greater difficulty than the majority of other children of their age in:

• Fine motor movements and poor pencil control resulting in slow and or erratic

handwriting/drawing skills • Handling tools, e.g. scissors, rulers • Gross motor movement; difficulties ‘planning

movement; general body movement awkward and clumsy

• Motor skills and spatial skills leading to problems moving around the class environment

• Sitting up/sitting still due to weak core strength,

weak proprioception and balance • Running, jumping, skipping, kicking, throwing,

catching, etc. • Spatial awareness resulting in poor layout of

work on page • Oral/verbal dyspraxia e.g. difficulty in eating,

dribbling, speech production, organising thought into spoken words and sentences

Attainment

Physical impairments can significantly impact attainment due to difficulties of accessing and demonstrating learning. In the absence of other

High Quality Teaching

• Reasonable adjustments to the school environment and building adaptations including accessible toilets, rise and

fall changing beds ramps, height adjustable furniture, grab bars, door handles, lifts, etc. • Class/subject teachers take responsibility for acting upon relevant information around individual students including:

o Well-organised classrooms with clear route ways

o Appropriate seating arrangements in relation to the teacher/teaching focus

o Adapting and modifying classroom tasks that require sustained and/or precise fine and/or gross motor skills o

Extra time for completion of tasks o The use of assistive ICT

o Access to medical support, if appropriate

o Teachers talking to children and young people about their optimum/preferred learning styles o Careful

consideration of timetabling and location of rooms

• Schools support the use of low-tech aids or equipment (basic word processors, communication passport) • Rest breaks, to take account of fatigue, built in to the day and movement breaks • Differentiation for P.E and all movement based learning, practical activities, use of equipment as appropriate • Pre writing skills- hand/finger/upper body strengthening exercises and preparing for writing, e.g., posture, hand

warm ups, etc. • Alternative pens/pencils/equipment-grips, • Enlarged lined paper/frames especially maths for laying out • Optimal seating position including correct size furniture and additional resources such as seating wedges and

writing slopes


• An assessment of child’s physical needs leading to an appropriately targeted intervention programme planned in partnership with the child and their family and as advised by an outside agency where involved

• Individual programmes of physical and occupational skills as advised by relevant specialists • Support for accessing and demonstrating learning within the classroom • Ensuring safe movement in the classroom and around the school • Staff trained in manual handling and position changes, e.g., from chair to standing frame, etc.


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SEND and with the right support, attainment should be age appropriate.

• Support for unstructured parts of the school day • Support for wider whole school activities and social opportunities • Providing differentiated activities for lessons involving physical skills (e.g., PE) • Providing support for self-help, e.g., going to the toilet, dressing/undressing, lunchtimes, etc. • Baselines and subsequent progress accurately monitored and provision regularly reviewed and adjusted in line with


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Documents

Inclusive Provision for SEN D Pupils in Mainstream Schools · Awareness and planning to manage sensory sensitivities, issues, e.g., light, noise, texture, temperature, etc. • Use